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Matematiklärarkunskap i programmering: en intervjustudie av sju matematiklärares uppfattningar av första årets undervisningmed programmering som centralt innehåll
Örebro University, School of Science and Technology.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Mathematics teachers´ knowledge in programming : an interview study of seven mathematics teachers’ perceptions of the first year with programming as central content (English)
Abstract [sv]

Från och med hösten 2018 blev programmering en obligatorisk del av matematikundervisningen.Som framtida lärare är det intressant att få inblick i hur implementeringen av programmering harlandat i skolan efter att det har funnits som centralt innehåll i matematikämnet. Syftet med studienvar att skapa förståelse för vilken kunskap inom programmering lärare har visat och undersöka hurderas kunskap inom programmering har påverkat deras implementering av verktyget. Datan somhar analyserats och kategoriserats i studien har plockats fram från sju semistrukturerade intervjuer.Verktyget som användes vid analys och kategorisering var Mathematical Knowledge for Teaching.Resultatet visade att lärarna med lägre grad av programmeringskunskap visade också på en lägregrad av implementering av programmering i matematikundervisning. Slutsatsen som kunde dras varatt ämneskunskap inom programmering var avgörande oavsett vilken kunskapskategori det gällde.Andra slutsatser som kunde dras var att lärarlaget hade påverkan gällande lärares implementeringav verktyget och att det krävdes kunskaper utöver ämneskunskap i programmering för attimplementera verktyget i högre utsträckning.

Abstract [en]

Since fall 2018, programming has been a mandatory part of mathematics classes in Sweden. As afuture teacher I have found it interesting to see how far the implementation process of programmingas part of mathematics has proceeded. The purpose of this essay/thesis is to provide a betterunderstanding of – to what extent the teachers knowledge within programming have affected theimplementation of programming within their mathematics classes as well as to highlight whatdevelopment of programming capabilities/skills can be observed a year after the implementation.The study conducted semi-structured interviews with seven teachers, the data provided was lateranalyzed and categorized using the Mathematical Knowledge for Teaching approach. The resultsshows that teachers with lesser knowledge of programming also showed a lower degree ofimplementation of programming in their math classes. Hence the conclusion can be drawn that –knowledge within the specific topic is one determining factor of to what extent a successfulimplementation can be expected. Further conclusions entail that the teachers team had significantinfluence over the teachers implementation of the tool and that genuine knowledge within the fieldwas required for a successful/satisfying implementation.

Place, publisher, year, edition, pages
2019. , p. 37
Keywords [en]
Programming, implementation, knowledge, mathematics teaching, knowledge category
Keywords [sv]
Programmering, implementering, kunskap, matematikundervisning, kunskapskategori
National Category
Mathematics
Identifiers
URN: urn:nbn:se:oru:diva-76848OAI: oai:DiVA.org:oru-76848DiVA, id: diva2:1355951
Subject / course
Mathematics
Supervisors
Examiners
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-09-30Bibliographically approved

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